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http://www.csu.edu.au/division/landt/flexible-learning/

 Order  of  presentations  (10  minutes  each)  ¡  Professor  Mike  Keppell  –  an  overview  of  the  Teaching  

Fellowship  Scheme  ¡  Dr  Lucy  Webster  –  Subject  level  transformation  ¡  Lyn  Hay  –  Transformation  across  subject/School  

interface  ¡  Dr  Richard  Taffe  –  Enablers  and  constraints  –  Course/

Cross-­‐School  re-­‐design  ¡  Followed  by  15  minutes  Q  &  A          Facilitator  -­‐  Assoc  Prof  Merilyn  Childs    

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" “Flexible  learning”    provides  opportunities  to  improve  the  student  learning  experience  through  flexibility  in  time,  pace,  place  (physical,  virtual,  on-­‐campus,  off-­‐campus),  mode  of  study  (print-­‐based,  face-­‐to-­‐face,  blended,  online),  teaching  approach  (collaborative,  independent),  forms  of  assessment  and  staffing.  It  may  utilise  a  wide  range  of  media,  environments,  learning  spaces  and  technologies  for  learning  and  teaching.    

3

" “Blended  and  flexible  learning”    is  a  design  approach  that  examines  the  relationships  between  flexible  learning  opportunities,  in  order  to  optimise  student  engagement  and  equivalence  in  learning  outcomes  regardless  of  mode  of  study  (Keppell,  2010,  p.  3).  

4

 " Funded  by  DVC  (Academic),  the  Fellowship  scheme  

provides  a  .5  release  from  regular  teaching  duties  over  a  12  month  period.  

" Development  of  potential  leaders  through  Distributive  leadership    

" Facilitate  collaborative  professional  relationships    " Proactively  redesign  courses  and  subjects    " Promote  and  facilitate  CSU  Interact  as  a  pivotal  teaching  

and  learning  hub.  " Participation  of  all  twenty-­‐four  schools  at  the  university.  

2008  -­‐  6  fellows;  2009  -­‐  5  fellows;  2010  -­‐  5  fellows;  2011  -­‐  6  fellows  

 5

" An  enhanced  understanding  of  pedagogy  and  of  their  own  pedagogical  approach.  

" An  increased  capacity  and  willingness  to  reflect  upon  their  own  practice.  

" A  willingness  to  think  critically  about  received  ideas  and  conventional  approaches.  

" Readiness  to  innovate,  to  accept  technological  change  and  to  build  effective  pedagogic  connections  between  face-­‐to-­‐face  and  online  teaching  strategies.  

 

6

" Renewed  confidence  with  regard  to  leading  and  adopting  change  and  innovation  among  their  peers  and  within  their  own  schools.  

" Being  empowered  to  negotiate  perceived  technological  and  institutional  barriers  to  change.  

" Preparedness  to  maximize  the  time/space  opportunity  of  the  Fellowship  to  actively  engage  in  meaningful  and  relevant  activities  for  their  individual  context.  

         

Keppell,  M.  J.,  O’Dwyer,  C.,  Lyon,  B.,  &  Childs,  M.  (2010).  Transforming  distance  education  curricula  through  distributive  leadership.  ALT-­‐J,  18:3,  165  -­‐  178.  

Transformative  learning  (continued)  

¡  Context §  Research only academic (prior to CSU);

specialist in breast cancer pathology §  Teach histology & histopathology to on-

campus & DE students – many challenges! ¡  Project

§  Transforming the teaching of microscopy-based subjects at CSU

VIRTUAL MICROSCOPY

WIMBA VIRTUAL CLASSROOM

¡  Chair School L&T committee ¡  Member Faculty L&T committee ¡  Workshops (& Networking)

§  Attendance (internal & external [ACODE institute])

§  Facilitator (School, Faculty & University levels) §  Mentor

¡  Publication & Conference Presentations

¡  Started “small” – resource trialled & evaluated in 2 subjects §  “I did not feel so isolated as a DE student. I could login, in ‘real time’ so that

not only could I hear tutorial and lecture but ask questions and contribute which I could not do if it was just a recording” (DE).

§  “It was more engaging, less boring, it helped me learn better” (Internal).

¡  Expansion to greater range of subjects – need “buy-in” from academics §  You can lead a horse to water, but…….

¡  Collaborative research with other Universities

Lyn  Hay  FLI  Fellow  2009-­‐2010    

Information  Studies  Curriculum  

§  undergraduate  and  postgraduate  library  and  information  management  (LIM)  courses  become  BIS/MIS  with  defined  set  of  specialisations  

§  teacher  librarianship  (TL)  courses  conflated    §  professional  doctorate  phase  out  §  consideration  of  Honours  program  §  need  to  strengthen  PhD  program  §  all  SIS  subjects  allocated  an  Interact  site  in  2008  §  ad  hoc  shift  from  traditional  DE  to  online  learning  

design  approach  to  subject  development/revision  

FLI  Project  for  SIS  §  work  with  SIS  academics  to  explore  integration  of  Web  2.0  

technologies  into  the  curriculum  §  provide  opportunities  to  explore  potential  application  of  Web  2.0  

technologies  §  support  program  of  collaboration  &  sharing  regarding  teaching  

&  learning  in  our  School  §  develop  learning  design  approach  to  subject  development/

redesign  §  encourage  documenting,  researching  &  disseminating  what  we  

learn  ���

Roles of curriculum consultant, learning & ICT innovator, risk taker, sounding board, chair of LTC, facilitator, research designer, data collector, hand

holder, cheerleader =  LEADING  LEARNER  

Pedagogical  transformation  §  Social  Networking  for  Information  Professionals  integrated  suite  of  Facebook,  

Twitter,  Delicious,  Flickr  &  Second  Life  with  CSU  Interact;  immersive  learning  design  approach;  branding  of  subject  materials/spaces      

§  Collections  introduced  Etherpad  collaborative  tool  to  support  group-­‐based  assessment  task;  collaborative  learning  design  approach;  research  project  on  collaborative  learning  based  on  201030/201060  student  experiences    

§  Information  Policy  Issues  integrated  suite  of  TokBox  web  conferencing  &  video  email/consultations,  Delicious  &  Twitter  for  resource  sharing;  Slideshare  for  student  ppt  presentations;  collaborative  learning,  problem-­‐based  learning  and  authentic  assessment  approaches  in  learning  design;  branding  of  subject  materials/spaces    

§  Preservation  of  Information  Resources  student  presentations  in  Second  Life;  collaborative  learning  in  learning  design;  part  of  ongoing  SL  research  project    

§  Advanced  Information  Retrieval  using  Amazon  Cloud  Computing  service  to  host  student    learning  activities  involving  programming  for  information  retrieval;  problem-­‐based,  constructivist  learning  design  

 

§  Building  a  culture  of  learning  innovation  &  teaching  excellence  in  the  School  

§  Seeking  ways  to  effectively  ‘connect’  with  DE  students  &  articulate  learning  design  statements  for  subjects  

§  Ramping  up  in-­‐house  professional  development,  eg.  workshops,  SPOLT  –  encourage  greater  sharing  

§  Developing  consistent  school  policy  &  guidelines  for  Subject  Outlines  

§  Encouraging  SIS  staff  to  present  at  faculty  &  university  PD    §  Encouraging  staff  to  seek  L&T  project  funding,  involvement  

in  scholarship  in  teaching  &  publishing  what  we  do  within  LIS  discipline  &  beyond  (DE,  HE,  EdTech)  

 

Dr  Richard  Taffe  Murray  School  of  Education,Teaching  Fellow  2010  Multi-­‐campus,  single  course  team  development  for  flexible  learning  outcomes.    

Unified  course,  one  teaching  team  

3  teaching  teams  

3  campuses  

3  courses  

¡  Trialling  ‘blended’  approaches  in  teaching  ¡  Incorporating  distance  into  an  on-­‐campus,  face-­‐to-­‐face  delivered  program  

¡  Increasing  the  use  of  technologies  in  teaching  

¡ Maintaining  the  integrity  of  the  course  for  students  and  staff  -­‐  and  accreditors  

¡  Fellowship  legitimises  the  move  to  more  creative,  transformative  teaching  and  learning  

¡  A  well-­‐managed  Fellowship  program  creates  communities  of  practice,  gathers  momentum  

¡  Change  takes  time  and  money  ¡  Transformations  in  pedagogy  challenge  deeply  held  beliefs  –  ‘practice  inertia’  is  a  threat.